A Byte at the Apple Rethinking Education Data for the Post-NCLB Era a Byte at the Apple Rethinking Education Data for the Post-NCLB Era
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A Byte at the Apple Rethinking Education Data for the Post-NCLB Era A Byte at the Apple Rethinking Education Data for the Post-NCLB Era Edited by Marci Kanstoroom and Eric C. Osberg Thomas B. Fordham Institute November 2008 Copyright © 2008 by the Thomas B. Fordham Institute Published by the Thomas B. Fordham Institute Press 1016 16th Street NW, 8th Floor Washington, D.C. 20036 www.edexcellence.net [email protected] (202) 223-5452 The Thomas B. Fordham Institute is a nonprofit organization that conducts research, issues publications, and directs action projects in elementary/secondary education reform at the national level and in Ohio, with special emphasis on our hometown of Day- ton. It is affiliated with the Thomas B. Fordham Foundation. Further information can be found at www.edexcellence.net, or by writing to the Institute at 1016 16th St. NW, 8th Floor, Washington, D.C. 20036. The report is available in full on the Institute’s website; additional copies can be ordered at www.edexcellence.net. The Institute is neither con- nected with nor sponsored by Fordham University. Text set in Scala and Scala Sans Design by Alton Creative, Inc. Printed and bound by Peake DeLancey Printers LLC in the United States of America 9 8 7 6 5 4 3 2 1 Contents Foreword ........................................................................................................ix Marci Kanstoroom, Eric C. Osberg, and Robert D. Muller Introduction: Education Data Today ...................................................................................1 Paul Manna I. Why We Don’t Have the Data We Need Getting FERPA Right: Encouraging Data Use While Protecting Student Privacy ......38 Chrys Dougherty Federalism and the Politics of Data Use ...........................................................................70 Kenneth K. Wong Political Roadblocks to Quality Data: The Case of California .........................................90 RiShawn Biddle II. Innovations and Promising Practices States Getting It Right: The Cases of Kansas and Virginia ..........................................116 Nancy Smith The Student Data Backpack ............................................................................................. 142 Margaret Raymond Balanced Scorecards and Management Data .................................................................160 Frederick M. Hess and Jon Fullerton Circling the Education-Data Globe .................................................................................186 Daniele Vidoni and Kornelia Kozovska Cutting-Edge Strategies from Other Sectors ..................................................................218 Bryan C. Hassel III. The Way Forward From Building Systems to Using Their Data .................................................................248 Aimee Rogstad Guidera Education Data in 2025 ....................................................................................................266 Chester E. Finn, Jr. Appendix Author Biographies ...........................................................................................................280 Foreword Marci Kanstoroom, Robert D. Muller, and Eric C. Osberg he Thomas B. Fordham Institute has long observed the state of U.S. education data from two perspectives. As ardent users of this information for our own research, we have often struggled to find accurate and timely data on important questions that we Tseek to answer. Several years ago, for example, we undertook to answer what seemed like a straightforward question about charter school funding: how many per-pupil dollars do charters receive in various states in comparison to district-operated schools? To our dismay, answering that question turned out to be anything but straightforward. Our team of analysts wound up devoting 18 months and a sizable budget to arrive at a set of defensible numbers. The existing data, in other words, were nowhere near equal to the rather obvious analytic and public policy use we wanted to make of them. In that instance, they were elusive, non-comparable, out of date, very confused and sometimes misleading. From our other perspective — that of observer, commentator, booster, and sometimes critic of education reform across the United States — we have witnessed hundreds of policymakers struggling to make decisions in the face of incomplete information; school leaders in need of better, clearer, and more actionable data about the performance of their teachers and pupils; ix A Byte at the Apple Foreword What’s in This Book taxpayers and public officials puzzled by why more resources keep pouring into a system from which little more pours out by way of learning; and fellow Paul Manna of the College of William & Mary begins by mapping the analysts frustrated by their inability to draw clear conclusions from muddy or landscape of data providers and users and suggesting why the data made outdated statistics. available by the former are not always the data needed by the latter. Fordham president Chester Finn and trustees Diane Ravitch and Bruno Chrys Dougherty of the National Center for Educational Achievement then Manno have particularly strong and long-standing interests in solving this initiates a trio of chapters on “Why We Don’t Have the Data We Need,” as he problem, dating back to, indeed before, their own stints in the U.S. Department of offers a perceptive analysis of the role of privacy laws in general and FERPA Education as well as their scholarly work. Keenly aware that what gets measured (the Family Educational Rights and Privacy Act) in particular in restricting and reported in education is what gets taken seriously, mindful that few problems what information is available, particularly to policymakers and analysts. (The are correctly diagnosed without good data and even fewer solutions successfully FERPA landscape could soon be modified by revised federal regulations now implemented absent accurate information, they encouraged a close examination underway.) Kenneth Wong of Brown University details the problems posed of this topic. by federalism, by the multiplicity of government units and agencies with data And so we did. With the generous support of the Robertson Foundation, responsibilities, and by institutional and bureaucratic self interest. Journalist we set out to examine the state of education data in 21st century America RiShawn Biddle then depicts California’s struggles to develop a statewide data and to shape a vision of how this crucial yet seldom studied enterprise might repository, illustrating how policy, politics, and human foible can conspire to be done differently and better. We knew going in that a small think-tank- limit the availability and dissemination of high-quality education statistics. style project would not, in and of itself, redirect U.S. education data, but Lest the reader despair, those critical chapters set the table for five authors we believed we could usefully lay out the problems, air some alternatives, who offer a tantalizing menu of possible alternatives and solutions, under the help get this issue back on the policy agenda, and do a bit of stirring of this banner of “Innovations and Promising Practices.” important pot. Nancy Smith of the Data Quality Campaign shows how two states, Kansas Every once in a while, it’s necessary to do for education data what data and and Virginia, have found ways to overcome political and technical challenges those who compile and disseminate them are supposed to do for education itself. to make solid advances in their education data systems. Historians know that Congress’s charge to the original federal “Department of Stanford’s Margaret Raymond dares to dream of an entirely new system Education,” shortly after the Civil War, was “for the purpose of collecting such of achievement data management, a “student backpack” of information that statistics and facts as shall show the condition and progress of education in the accompanies individuals from place to place, separate from the oft-vexed state several states and territories, and of diffusing such information respecting the and district systems. Frederick Hess of the American Enterprise Institute and organization and management of schools and school systems, and methods of Jon Fullerton of Harvard offer a vision, too, showcasing the potential uses of teaching, as shall aid the people of the United States in the establishment and data to manage schools and school systems more efficiently and effectively. maintenance of efficient school systems, and otherwise promote the cause of To add perspective on these issues from beyond the usual U.S. education education throughout the country.” space, we enlisted three creative and knowledgeable authors. Daniele Vidoni That enterprise is even more vital today — and not just for Uncle Sam. of the Italian National Institute for Educational Evaluation (INVALSI) and Education data in modern America represent a multi-dimensional, multi- Kornelia Kozovska of the Centre for Research on Lifelong Learning (CRELL) layered undertaking with the power to do great good. The assignment we gave explain how school systems in the United Kingdom, Italy and South Korea use ourselves was to appraise its own “condition and progress.” Toward that end, we education data in powerful ways, while Public Impact’s Bryan Hassel explains enlisted an esteemed set of scholars, analysts and writers whose contributions how other vital sectors of the American economy have ingeniously deployed appear in these pages. data to effect